Teachers’ Knowledge and Practices of Classroom Assessment in the Ellembelle District of Ghana
Kingsley Kwasi Erzoah *
Ghana Education Service, Ellembelle, Ghana.
Abraham Gyamfi
Wesley College of Education, Ghana.
Abraham Yeboah
Akenten Appiah Menka University of Skills Training and Entrepreneurial Development, Ghana.
Patience Langee
Department of Education, St. John Bosco's College of Education. Post Office Box 11, Navrongo, Upper East Region, Ghana.
*Author to whom correspondence should be addressed.
Abstract
Introduction: Classroom assessment issues are increasingly becoming the interest of stakeholders and scholars of education. The purpose of this study was to ascertain the knowledge level and practice of teachers on classroom assessment in the Ellembelle District. Specifically, it sought to determine the knowledge level of teachers in the Ellembelle District in classroom assessment and the practice of teachers in the Ellembelle District in classroom assessment.
Methodology: Simple random sampling and purposive sampling were employed to select 207 participants for the study. The study made use of the descriptive research design. Questionnaire was used as the main data collection instrument.
Results and Findings: Data was analyzed with descriptive statistics. The study found that teachers were very knowledgeable about classroom assessment and have positive classroom assessment practices.
Conclusion and Recommendation: Based on the findings, it was recommended that Ghana Education Service should make sure class sizes in the district are reduced, involve peer assessment, conduct in-service training, self-assessment and performances assessment so as to enhance effective classroom assessment.
Keywords: Classroom assessment, assessment practices, assessment knowledge